Abstract

The persistent neglect of instructional adaptability in inclusive classrooms is disconcerting. This study examined the predictive influence of inclusive attitudes and teacher self‑efficacy on the instructional adaptability of special education teachers in Mati City, Davao Oriental. A predictive–correlational research design, census sampling, and multiple regression analysis were employed. Results from 278 respondents revealed that inclusive attitudes significantly predict instructional adaptability, while teacher self‑efficacy showed no significant effect, partially affirming Bandura’s Social Cognitive Theory. The findings underscore that attitudinal development plays a more critical role than efficacy beliefs in shaping adaptive instructional practices. Future investigations may explore institutional support, training quality, and contextual barriers to account for the unexplained variance, while educational leaders prioritize reforms that cultivate positive inclusive attitudes and responsive teaching strategies.